From belly dancing to Buckingham Palace — Amanda’s amazing learning journey

 

From archaeology and belly dancing to a degree in contemporary history and lessons on the First World War, the adult education path of mum-of-four Amanda Scales is nothing if not varied. And it has culminated in her appointment as ambassador for adult learning at the National Institute of Adult Continuing Education, writes Paul Offord.

Shaking hands with Princess Anne, Amanda Scales could have been forgiven for taking a moment to reflect on her journey from belly dancing classes nine years ago to adult learning ambassador for the National Institute of Adult Continuing Education (Niace).

She was given the role in recognition of her commitment to adult learning, including the completion of a degree and training to be a teacher, all the while single-handedly raising a family-of-four.

And 49-year-old Amanda’s royal exchange happened during her first high profile ambassadorial appearance at a special event promoting adult education at Buckingham Palace.

She said: “Who would have thought my journey through adult education would lead to me visiting the palace and meeting the princess?

“She was keen to hear from people like myself about the barriers faced by people who want to go back into education, so she can use her influence to help.

“The more I have learned, the more I have realised how much a lack of education can be a disadvantage. I now feel like a warrior fighting for fairer access to education for everyone who desires it.”

Amanda’s initial education journey ended when she dropped out of an archaeology diploma at the University of Sussex in 2005.

She said: “I couldn’t afford childcare for my two youngest kids while I attended lessons and felt there was a lack of understanding of the pressures I was under.

“I was devastated when I had to give it up.”

Amanda Scales clutching a history textbook
Amanda Scales clutching a history textbook

But she enrolled on a belly dancing course a few months later at Whitehawk Inn community learning centre, in Brighton.

She added: “I went on the course to allow myself time to be Amanda and not just a mum for a couple of hours a week.”

An adviser suggested she enrolled on its year-long new career options for women course. She completed it in June 2007.

Amanda said: “They raised my aspirations and suggested I should do a degree. I really wasn’t sure, as no one from my family had gone to university before.”

The journey continued with a degree in contemporary history before Amanda focussed on becoming a teacher, spending a year studying for a maths GCSE at Portslade Community College then 12 months working as a teaching assistant at Varndean School, in Brighton, where she sat an English GCSE with pupils.

She then returned to the University of Sussex to do a year-long teacher training course, which she completed last year.

She is now working as a freelance teacher for East Sussex Records Office and also developing a history course on the First World War for people who have learning difficulties or have been out of education for many years for local libraries.

She said: “Learning is hard work and there were times I thought I might quit, but I’ve achieved so much, and I’m very proud.”

A spokesperson for Niace said: “Amanda is an exceptional success story. Our ambassadors have first-hand experience and are the best advocates for the value of learning as an adult.

“We want to empower Amanda to reach as many people as possible with her stories.”

Caption: Amanda Scales meeting Princess Anne

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Dragon and minister breath fire into business apprenticeship scheme

Dragon’s Den entrepreneur Peter Jones and Skills Minister Matthew Hancock launched a new business apprenticeship scheme at Westminster Kingsway College.

The new level five higher apprenticeship in business innovation will be run by the college and the Peter Jones Enterprise Academy, which was founded by Mr Jones in 2009.

The apprentices will work with a range of prestigious companies, including Grant Thornton UK, Jessops and Waltham Estates.

Mr Jones, who gained fame through BBC TV show Dragons’ Den, attended the official course launch with Mr Hancock.

Mr Jones said: “There is a real need for people to learn how to run a business and we are incredibly proud to launch this higher apprenticeship.”

Mr Hancock said: “It is great to launch this with the Peter Jones Enterprise. Westminster Kingsway College is at the leading edge of delivering these programmes”

Cap from left: Apprentice Sophie Whitelock, aged 20, Skills Minister Matthew Hancock, chief executive of the Peter Jones Foundation Alice Barnard, Peter Jones, assistant principal of Westminster Kingsway College Geoff Booth, and apprentice Rhys Huggett, 19

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Fundraising students spend night in a cardboard box

Two Seevic College students were sponsored to sleep rough overnight in a cardboard box.

Holly Mead and Daisy Baker, both aged 18, joined dozens of other people who took part in a sponsored sleepover in Southend YMCA’s car park to raise awareness of homelessness in the town.

The level three media production students shared a cardboard box for shelter and crawled into sleeping bags to keep warm in near-freezing temperatures.

They were inspired to help after making a documentary about homelessness for their course at the Benfleet-based college.

The teenagers raised £390 in sponsorship, including £75 donated by the Seevic College Student Association, for Southend YMCA.

Holly said: “Sleeping rough for the evening was scary and mentally draining but luckily we had each other to get us through.

“The experience helped us to appreciate everything that we have.”

Caption: From left: Seevic College students Daisy Baker and Holly Mead in the Southend YMCA car park.

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Wait for new SFA funding rules is over

The wait for the Skills Funding Agency (SFA) 2014/15 funding rules is over.

The new funding rules came out yesterday having been expected at the end of January.

The 130-page document sets out the rules for all SFA-funded provision from August 1 this year.

For comment and analysis see edition 96 of FE Week, dated Monday, March 17.

Sector reacts positively to FE progression proposal from Labour taskforce

A Labour Skills Taskforce recommendation that school funding be withheld if students do not progress into FE, employment or training has been greeted enthusiastically by the FE sector.

The taskforce’s third report, Qualifications Matter: Improving the Curriculum and Assessment for All, was published last week, and said that schools cash withheld should go instead towards their careers guidance services.

The Association of Colleges (AoC), the Association of School and College Leaders (ASCL) and the Association of Teachers and Lecturers (ATL) all said they “welcome” the focus on careers guidance.

The report also suggested the creation of a national baccalaureate qualification, available to all learners leaving secondary school, consisting of level three core learning, maths and English, a personal development programme and an extended project.

Brian Lightman, ACSL general secretary, said: “This report makes a compelling case for moving towards a broad, national qualifications system that provides progression for all learners. A new focus on vocational education is needed, along with a way to give these qualifications greater credibility.

“A national baccalaureate scheme which provides an accreditation umbrella is an interesting idea and one we would be keen to explore further.

“We are pleased to see the emphasis on aspects such as independent research and personal development alongside the critically important areas of maths and English,” he said.

He added: “The focus on independent careers guidance provided by qualified, trained advisers is welcomed, and we will continue to work with strategic partners in developing this in a way that is appropriate for both schools and colleges.

“Tracking destinations is important, but it must be recognised this is influenced by more than what happens in schools. Before financial sanctions on schools are proposed, very serious, looming funding pressures must be addressed. We need to see real progress towards a national, fair funding formula.”

The taskforce recommended that young people continue to study maths and English to the age of 18, and that jobseekers be given training to bring their maths, English and IT skills to level two.

However, ATL, AoC and 157 Group also said there was “more detailed work” to be done to flesh out the proposals.

Martin Doel, chief executive of the AoC, said mandatory maths and English until 18 was “a good idea”.

He said: “It’s good to see the Labour Party raising a number of key issues, from the suggestion of a national baccalaureate, to the inclusion of tech levels.

“They have rightly placed an emphasis on ensuring careers advice and guidance is of a high quality, to help reduce the number of young people not in education, employment or training.

“As part of our Careers Guidance: Guaranteed campaign, we’re calling for a local careers hub, greater investment in the National Careers Service and for the Department for Education to match the amount given by the Department for Business, Innovation and Skills.

“These broadly match the direction the party is headed in terms of careers advice.”

He added: “It is also absolutely right to identify maths and English as essential vocational skills but we must bear in mind it would be a huge commitment not only in workforce development terms but also in terms of developing a curriculum that meets students’ and employers’ needs in this area.

“We were also very pleased to note that a future Labour government would consider a cabinet level appointment for skills and qualifications, which would give the sector the high profile it so rightly deserves and that there is an appreciation of the need to build on what works as well as to address that which needs more systemic attention.

“There is clearly much detailed work required in order to flesh out these proposal and we look forward to contributing to this important work.”

Nansi Ellis, assistant general secretary for policy at ATL, said: “We are pleased the Labour Party is making a commitment to provide high quality vocational qualifications.

“We are also pleased it plans to ensure there is proper careers guidance for young people in areas of high unemployment, and call on Labour to extend this right to all young people.

“It is also good news that the Labour Party plans to provide jobseekers with training in English, maths and IT.

“However, we question where the funding will come from for the training and for developing and running the tests to see who needs training?

“And we are worried about where the training will take place following the recent cuts in funding for further education colleges which may mean that there aren’t enough college places or FE colleges to provide the training.”

Lynne Sedgmore, executive director of the 157 Group, said: “It is good to see the Labour party taking a holistic view of post-14 education, and emphasising the need for prestigious vocational pathways for learners of all abilities.

“We have long argued that youth unemployment would be best tackled by taking a broad view of the system from 14 to 24, and this report is a step on the way to that.

“We agree that the success of the education system should be assessed on the aims of what it is trying to deliver — namely a generation of skilled young people who are ready to enter the workplace and have fulfilling careers. High-quality vocational education, including apprenticeship programmes, is key to making that a reality for more learners, and proposals for a baccalaureate system of qualifications seem to be a reflection of that principle.

“We would suggest, though, that what is needed is a restatement of aims and purpose and the freedom for professionals in colleges and schools to deliver on these aims.

“A programme of ‘major reform’ that focuses on detailed arrangements for funding and qualifications may be needed to underpin that.

“We will be working hard with the Labour Party over the coming months as it considers the policy implications of this report.”

Provider cuts averaging up to 15pc expected this week

Providers were expected to be hit with adult skills budget cuts  this week at an average of between 10 and 15 per cent, the Association of Colleges (AoC) has warned.

Allocations are due out this week, providing the first indication of the impact of a 19 per cent two-year adult skills budget cut that was outlined in the skills funding statement released last month.

Members of the AoC have been briefed to expect cuts of between 10 and 15 per cent, but it declined to comment.

With 19+ apprenticeships funding protected, it is thought the residual adult skills funding cut will be closer to 20 per cent.

In an update issued last week, the Skills Funding Agency said: “You will now receive your funding statement for the adult skills budget and 24+ advanced learning loans early next week.

“We will reissue the funding statement with any other allocations you receive by the end of March.”

Technology takes centre stage on future talks as politicians clash at 2030 skills report launch

Technology dominated the debate at a conference arranged to discuss the future of the UK skills sector.

The UK Commission for Employment and Skills and Work Foundation’s Skills for the Future conference was held at the headquarters of accountants Deloitte in central London last Monday (March 3).

The event was used to officially launch a report by the commission called The Future of Work: Jobs and Skills in 2030, and many of the conference speakers spoke about how technology is becoming a more dominant force in the skills world.

In his keynote speech, Skills Minister Matthew Hancock said: “We all know that an effective skills system is an economic necessity. That is not new. But what is new is that it is becoming more important than ever.”

He used the example of WhatsApp, a smartphone instant messaging service which employs just 55 people which was recently bought by Facebook for £11.4bn — around the same value of clothing brand Gap, which has 135,000 employees.

Mr Hancock said: “It is a sign of the times that technology and globalisation are changing the shape of the labour market, and it is, to me, an extreme version of the argument that has run that the return on skills is higher and that the labour market needs to promote and policy needs to support a high-skill economy.

“As the number of jobs grows in the economy, we also need to make sure that young people can get those jobs. It is absolutely vital in a world where youth unemployment rose even in the run-up to 2004 to 2008. At the moment something is wrong here and we need to address this.”

He said the government and businesses had to work together to address the skills gap England is facing.

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He said: “I want to talk about the link between employment and skills, and to argue that employers, where they can’t find the skilled staff they need, part of the problem is because our system has lacked rigour and responsiveness to their needs. I want to explain our response and about how we can tackle this gap and suggest that we have a once-in-a-generation opportunity to do so.

“The government cannot act alone because high-quality skills provision involves employers, because it is necessarily and by definition vocational and employers cannot act alone because it is important that people are brought together on the journey to make sure it works for everyone.”

Shadow Skills Minister Liam Byrne also spoke about technology, and criticised the government for failing to be realistic about the state of the jobs market.

He said: “The government would like you to think that it is all fine, that all is well in the jobs market, there is now plenty of work to go around. As someone who started work behind a fry station in McDonald’s, I am someone who believes that any work is better than no work.

“I think all of us here would agree that a good job is better than a bad job, and right now there are quite simply not enough good jobs to go around.

“We now live in a country where the great wage crash is producing almost as much damage as the great financial crash a few years ago. I think it is the defining issue with our economy of our times.”

He added: “Our ability to combine technology, whether it’s processing power, cheap sensors, robotics networks, social media, big data, now means we are at an inflection point in our ability to combine and recombine technology in a way which allows us to do new things.

“We are beginning to see extraordinary innovations from Google’s driverless cars now being tested in San Francisco, to better diagnostics of cancer. There is now enough technology in a Nissan Leaf car to render the car a fly-by-wire robot, which is the kind of technology which in the coming years is going to revolutionise the logistics industry.

“General Electric already make robots which can climb and repair wind turbines, Future Advisor uses artificial intelligence which is strong enough to offer personalised financial advice.

“Some economists at the Oxford Martin School just before Christmas put a lot of this together and drew the conclusion that up to 47 per cent of jobs in our economy today will be automated over the next 10 years.

“First it was blue collar jobs, and now it is white collar jobs too. This is going to present policy makers and people like you with some of the most difficult public policy challenges over the next decade.”

In the commission’s report, trends which will shape the future of the UK jobs and skills market are examined. It points to a growing economically-active older population, increased income uncertainty and growing diversity, along with big changes in the way people work.

The report emphasises the likelihood that technology will “replicate the judgement and experience of human workers” and an ensuing “skills activism”, forcing the government to increase budgets to re-skill people to deal with a “rapid growth” in unemployment.

It talks about online platforms becoming the “channel of choice” for education and training providers, and an increase in requirement for company-specific qualifications as a condition of employment.

Mr Hancock added: “In the UK we stagnate and too many of our youngest generation are leaving education without essential skills. But just as important as the quantum skills, too often our young people have the wrong skills.

“If the question is why do we have youth unemployment and at the same time employer demand for skills, I think the answer lies in the structure of the skills system, which has produced young people with low skills and the wrong skills, and we shouldn’t be surprised then if employers cannot get the right people.

“The responsibility with solving that problem lies squarely with us. We have got to fix it.”

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Colleges to be offered carrot to take part in Tech Bacc pilot

A plan to pay colleges to act as guinea pigs for new technical qualifications due to be introduced in the autumn was unveiled by Skills Minister Matthew Hancock at the Skills for the Future conference.

Mr Hancock used his speech to announce that eight institutions would become trailblazers for the new technical baccalaureate, or “Tech Bacc”.

He said: “From 2016, a new set of approved qualifications will be taught, and with only those winning the support of universities or employers included in performance tables.

“These include the new tech level qualifications, the core of the Tech Bacc, which will be taught from this autumn giving high quality alternative to A-levels, and each one has to be endorsed by employers.

“I am delighted today to be able to announce new Tech Bacc trailblazers. We have eight post 16 schools and colleges which have agreed to develop their technical subjects with local employers, we
are funding them to explore how their courses can reflect the real world of work and raise quality
even further.”

The new qualification, which will count towards college and sixth form league tables, has been described by organisations including the Association of Colleges and the Association of School and College Leaders in the past as “a step in the right direction” towards raising the profile of vocational education.

To complete a Tech Bacc, learners will need a “high quality” level three vocational qualification, a core maths level three qualification, which would include AS-level maths, and an extended written project.

The Tech Bacc will be introduced for courses beginning in September, but will not count towards performance tables until January 2017.

The Department for Education (DfE), which will run the trailblazers scheme, has not yet announced which institutions will be involved in the pilot, when it will take place, or how much it will cost.

A spokesperson said no further details could be given at this stage, but that an announcement would take place soon.

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Could traineeships stem skills shortage problem?

Traineeships are most commonly viewed as a means of taking on youth unemployment, but, asks, Fiona Aldridge, could they also help answer skills shortages in science, technology, engineering and maths?

Traineeships, apprenticeships, higher standards and better qualifications were four key priorities outlined by Skills Minister Matthew Hancock in the recently-published Skills Funding Statement.

But six months into traineeships, a key finding of research published by the National Institute of Adult Continuing Education (Niace) last week, was that while providers and employers alike recognise the potential of the programme in supporting young people into the workplace, a lack of awareness, particularly among employers, risks jeopardising the positive contribution that traineeships might make.

Traineeships undoubtedly have great potential.

The combination of its three core components — work preparation, a work placement and English and maths support — has been shown to make a substantial impact in enabling unemployed young people to take their first steps into the labour market.

Given the fundamental role of employers in offering work placements, this lack of employer awareness needs to be addressed urgently.

In partnership with the Gatsby Foundation, Niace has been exploring how the traineeship programme might be an effective means of securing better access to science, technology, engineering and maths (Stem) job roles for young people.

While Stem skills are considered to be critical to future national growth and employment, it is widely recognised that there is a shortage of Stem skills in the UK workforce and that, in particular, more needs to be done to attract young people.

Our research was located in the Dorset local enterprise partnership area, a dynamic concentration of Stem activity.

Traineeships will be most effective if Stem skills strategies are included within local economic and skills planning

Bournemouth and Poole College manages an active engineering and manufacturing employers’ forum of more than 200 members and also recently opened a Stem centre.

The purpose of locating the research in a particular Lep area was to explore whether localised planning and implementation would further support the potential of traineeships to address local labour market needs and meet both current and projected Stem skills shortages.

The overarching recommendation of our research is that traineeships will be most effective if Stem skills strategies are included within local economic and skills planning.

Integration of traineeships (and other programmes such as apprenticeships) into these plans will enable targeted and co-ordinated local implementation, avoiding duplication of activity by different learning providers and introducing a systematic approach to engaging Stem employers, while also ensuring that the content and delivery of traineeships at a local level, meets their skills needs.

By adopting such an approach, providers will benefit by directly engaging local Stem employers in discussions about the contextualised maths provision that they would like to see delivered through traineeships.

This will also mean they are able to work more easily with employers to plan and arrange work placements that provide young people with the most meaningful and worthwhile experiences of Stem workplaces, at the start of what we hope would be lasting and fulfilling careers.

We believe that Stem-focussed traineeships have the unique potential to benefit young people, employers and the economy — both at a local level and nationally.

If planned and delivered effectively, they have the potential to provide clear progression pathways to Stem jobs, meet employers’ Stem skills needs and contribute to social inclusion and growth agendas.

The enthusiasm is most definitely there. All of the employers we spoke to could see the potential positive impact traineeships could have on, in particular, addressing local labour market shortages of skilled workers.

The big challenge is that this potential will not be realised while the majority of employers are still unaware of the traineeship programme.

Hopefully National Apprenticeship Week started the process to give traineeships a similar level of attention as apprenticeships.

 

Fiona Aldridge, head of learning for work, National Institute of Adult Continuing Education

 

How far have we gone in achieving a careers guidance ‘culture change’?

Six months after the National Careers Council called for a “culture change” in careers guidance, Deirdre Hughes, in light of a new report from the council, gives an overview of what has changed.

 

In June 2013 the National Careers Council, set up by government to advise on how careers provision for young people and adults could be improved, published its first report.

We called for a culture change in careers provision, including the provision of more career insights and improved access to independent and impartial career guidance, particularly for young people.

In September 2013, the recommendations were formally accepted by Skills Minister Matthew Hancock in his Inspirational Vision Statement.

Since then, careers provision for young people has remained firmly in the spotlight. A six-month review by the council considers what progress has been made by government in implementing the recommendations and practical steps outlined in the council’s 2013 report.

Overall, the findings indicate an urgent need to accelerate progress, particularly in careers support services for young people.

Findings indicate an urgent need to accelerate progress, particularly in careers support services for young people

The government plans to support the recommended culture change by promoting stronger links between employers, schools and colleges.

Ministers indicate this will not be a top-down scheme, but a change of approach building on the good practice that already happens in the best schools and colleges.

Ofsted has challenged schools ‘to raise their game’ with progress made by the inspectorate in providing examples of successful approaches in individual schools.

Colleges have increasingly promoted their careers offer to young people and parents, especially those seeking to attract pupils aged 14+.

The forthcoming revised Statutory Guidance for schools and colleges is expected to make more explicit the role of intermediaries in bringing educators and employers closer together.

Our findings indicate many schools are unsure what to do and need some support in this period of transition.

Industry, education and careers leaders, as well as many across government, recognise the need to tackle skills gaps and mismatch.

The supply and demand for skills is rapidly changing, influenced by technological, demographic and global trends.

The role of employers in stepping up to provide more career opportunities, particularly for young people, is vital for our current and future economy.

The death of the Saturday job, compounded by limited exposure to work experience, has resulted in a widening gap between young people and the world of work.

The council has reiterated to government the added-value benefits of encouraging a culture change among schools, colleges, employers and career development professionals through the ongoing development of the National Careers Service (NCS), supported by an employer-led Advisory Board.

Since September 2013, closer working links have been established between Local Enterprise Partnerships and the NCS in the re-procurement of careers service delivery in 2014.

Council discussions are under way with the chair and chief executive at the Skills Funding Agency on the option of an employer-led Advisory Board working with the NCS.

The Department for Business, Innovation and Skills and the NCS are working with the Career Development Institute to agree next steps for a freely available online directory of independent, impartial and qualified career development professionals.

Labour market intelligence feeding into education and careers support systems is on the increase.

Government has stimulated the careers market, resulting in a plethora of initiatives all keen to work with schools, colleges and employers.

We believe the NCS has a key role in mapping the landscape of careers provision and co-ordinating the efforts of the different organisations engaged in careers work, alongside helping schools to understand where they can access help and support.

We remain fully committed to achieving an all-age careers service that needs to do more with schools in recognition that careers provision must be improved.

Further investment is needed to bring about the culture change that is necessary, particularly if all young people and adults are to benefit from changes in education and the world of work.

 

Deirdre Hughes OBE, chair,
National Careers Council